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Exposing othering in nursing education praxis.
Caitlin M Nye1, Mary K Canales2, Darryl Somayaji1
1School of Nursing, SUNY University at Buffalo, Buffalo, New York, USA.
Nursing Inquiry
|November 15, 2022
Summary
This study examines "othering" in nursing education, revealing how it reinforces norms and power imbalances affecting students, faculty, and patients. Applying norm-critical pedagogy can disrupt these harmful processes.
Area of Science:
- Nursing Education
- Social Sciences in Health
- Pedagogy
Background:
- "Othering" processes in nursing education reinforce norms and power inequities.
- Existing research on othering in nursing lacks focus on educational contexts.
- These dynamics negatively impact nursing faculty, students, and patients.
Purpose of the Study:
- To define and analyze "othering" within nursing education practice and praxis.
- To explore multiple, intersecting processes of othering in nursing education spaces.
- To propose norm-critical pedagogy as a strategy to counteract othering.
Main Methods:
- Analysis of "othering" processes in nursing education.
- Interpretation of cases from nursing education literature.
- Application of exclusionary, inclusionary, and structural othering frameworks.
Main Results:
- Identified specific manifestations of exclusionary, inclusionary, and structural othering in nursing education.
- Demonstrated how these processes uphold power inequities.
- Provided illustrative examples from current nursing education literature.
Conclusions:
- Othering processes are pervasive in nursing education and detrimental to stakeholders.
- Norm-critical pedagogical practice offers a framework to dismantle othering.
- Interventions are needed to create more inclusive and equitable nursing education environments.
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